Humans have developed the capacity to approve or disapprove of the behavior of their children and of unrelated individuals. The ability to approve or disapprove transformed social learning into a system of cumulative cultural inheritance, because it increased the reliability of cultural transmission. Moreover, people can transmit their behavioral experiences (regarding what can and cannot be done) to their offspring, thereby avoiding the costs of a laborious, and sometimes dangerous, evaluation of different cultural alternatives. Our thesis is that, during ontogeny, (...) the evaluative communication (approval/disapproval) between parents and offspring is substituted by other evaluative communications among peers, like individuals of the same generation. Each person belongs to a reference social group with individuals that interact more intensively. Humans have developed psychological mechanisms that enable cultural transmission by being receptive to parental advice as well as their reference social group. The selective pressure that promoted these new evaluative interactions arose to facilitate the establishment of efficient cooperative relationships. In short, the social control of behavior is essential to understand human cultural transmission. (shrink)

The central idea defended here is that ethical judgements are the product of the adaptive advantage provided by the conceptual capacity to categorise learned behaviour. In the same way that evolution of learning required the presence of value-laden brain structures that guide behaviour in the organism, we propose that the evolution of social learning and the development of human culture required the emergence of a new value system — the 'conceptual capacity to categorise'. This capacity is defined as the ability (...) to categorise one's own behaviour through a conceptual value code — 'favourable/unfavourable' or 'good/bad'. The conceptual capacity to categorise learned behaviour as good or bad was evolutionary successful because it transformed a system of rudimentary cultural transmission based on imitation into a system of efficient and biased cultural heredity based on teaching. Conceptual categorisation allowed the acquisition, through social learning, of adaptive information about behaviour, originating in/from the value-laden brain systems which control learning, without resorting to individual experience. We also suggest that the conceptual capacity to categorise conditioned the evolution of the human intelligence and that the ethical capacity arose as a by-product of both high intelligence and the ability to make evaluations of learned behaviour. (shrink)

This paper presents the hypothesis that linguistic capacity evolved through the action of natural selection as an instrument which increased the efficiency of the cultural transmission system of early hominids. We suggest that during the early stages of hominization, hominid social learning, based on indirect social learning mechanisms and true imitation, came to constitute cumulative cultural transmission based on true imitation and the approval or disapproval of the learned behaviour of offspring. A key factor for this transformation was the development (...) of a conceptual capacity for categorizing learned behaviour in value terms - positive or negative, good or bad. We believe that some hominids developed this capacity for categorizing behaviour, and such an ability allowed them to approve or disapprove of their offsprings- learned behaviour. With such an ability, hominids were favoured, as they could transmit to their offspring all their behavioural experience about what can and cannot be done. This capacity triggered a cultural transmission system similar to the human one, though pre-linguistic. We suggest that the adaptive advantage provided by this new system of social learning generated a selection pressure in favour of the development of a linguistic capacity allowing children to better understand the new kind of evaluative information received from parents. (shrink)

According to the dual inheritance theory, cultural learning in our species is a biased and highly efficient process of transmitting cultural traits. Here we define a model of cultural learning where social learning is integrated as a complementary element that facilitates the discovery of a specific behavior by an apprentice, and not as a mechanism that works in opposition to individual learning. In that context, we propose that the emergence of the ability to approve or disapprove of offspring behavior, orienting (...) their learning, transformed primate social learning into a cultural transmission system, like that which characterizes our species. Assessor teaching facilitates the replication and/or reconstruction of behaviors that are difficult to imitate and helps to determine which behaviors should be imitated. We also explore the form in which assessor teaching has conditioned the evolution of our abilities to develop cultures in the hominin line, converting us into individuals equipped with what we call a suadens psychology. Our main point is to defend the hypothesis that suadens psychology determines the stability and dynamics that affect the trajectories of many cultural characters. We compare our proposal with other theories about cultural evolution, specifically with dual inheritance theory and cultural attraction theory. (shrink)

Resumen: Para reconstruir el pasado de Europa, los cronistas medievales debieron recurrir a un cúmulo de textos narrativos de origen griego y romano, atiborrados de elementos de carácter mitológico, dioses y héroes. En el presente artículo exponemos el proceso de evemerismo empleado por esos clérigos cristianos para depurar doctrinalmente la historia antigua. El análisis de las crónicas universales redactadas en el siglo XII muestra la construcción de un discurso narrativo basado en un rico lenguaje compuesto de sustantivos, adjetivos y sus (...) derivados adverbiales, tendiente a desacreditar la veracidad de la mitología clásica.: In order to reconstruct Europe’s past, the medieval chroniclers had to resort to a series of narrative texts of Greek and Roman origin, which were full of mythological elements, gods and heroes. In this paper we present the process of euhemerism used by these Christian clerics to doctrinally purify ancient history. The analysis of the universal chronicles written in the XII century reveals the construction of a narrative discourse based upon a rich language composed of nouns, adjectives and adverbs, with the purpose of discrediting the veracity of classical mythology. (shrink)

We consider the evolutionary scheme of morality proposed by Tomasello to defend the idea that the ability to orient the learning of offspring using signs of approval/disapproval could be a decisive and necessary step in the evolution of human morality. Those basic forms of intentional evaluative feedback, something we have called assessor teaching, allow parents to transmit their accumulated experience to their children, both about the behaviors that should be learned as well as how they should be copied. The rationale (...) underlying this process is as follows: if a behavior is approved, then it is good; if it is disapproved, then it is bad. The evaluative guidance on how to behave most probably spread among peers in situations of mutual benefit, such as cooperative child rearing. We argue that our hominin ancestors provided with this capacity for assessor teaching were ideally positioned to develop the two specifically human levels of morality proposed by Tomasello: the morality of fairness and the morality of justice. Assessor teaching could have facilitated the genesis of rudimentary codes of behavior tied with the need to agree about how to behave to succeed in joint cooperative activities. Moreover, learning through assessor teaching provides a plausible explanation for the origin of the objectivist and prescriptive dimensions of human morality. First, we emphasize that individuals feel that they evaluate the behavior of others objectively to guide their learning, and, second, we underline the imperative intention that any moral manifestation possesses. (shrink)

The coexistence of genetically modified (GM) crops and non-GM crops is a myth because the movement of transgenes beyond their intended destinations is a certainty, and this leads to genetic contamination of organic farms and other systems. It is unlikely that transgenes can be retracted once they have escaped, thus the damage to the purity of non-GM seeds is permanent. The dominant GM crops have the potential to reduce biodiversity further by increasing agricultural intensification. There are also potential risks to (...) biodiversity arising from gene flow and toxicity to nontarget organisms from herbicide-resistant (HT) and insect-resistant (Bt) crops. Unless whole regions are declared GM agriculture free, the development of distinct systems of agriculture (GM and non-GM) will be impossible as GM agriculture emerges at the expense of all other forms of production. (shrink)

This article examines the expansion of agrofuels in the Americas and the ecological impacts associated with the technologies used in the production of large-scale monocultures of corn and soybeans. In addition to deforestation and displacement of lands devoted to food crops due to expansion of agrofuels, the massive use of transgenic crops and agrochemical inputs, mainly fertilizers and herbicides used in the production of agrofuels, pose grave environmental problems.

Higher plants must undergo a major developmental switch, the transition to flowering, if they are to successfully complete their life cycle. In many plants, the crucial decision of when to begin to produce flowers is primarily controlled by environmental signals. The process of floral induction involves the integration of the activities of two types of genes: those that control flowering time as a response to the environment as well as an endogenous clock, and those that determine the floral identity of (...) the cells. The first direct link between these two classes of genes has now been demonstrated(1). Forced expression of CONSTANS, a flowering‐time gene, promotes flowering through the transcriptional activation of LEAFY, a flower‐meristem‐identity gene. (shrink)

This book provides a detailed reconstruction of the process of formation of the modern concept of society as an objective entity from the 1820s onwards, thus helping to better understand the shaping of the modern world and the nature of the current crisis of modernity. The concept has exerted considerable influence over the last two centuries, during which time many people have conceived themselves and behave as members of a society, and social scientists have explained human subjectivities and conducts as (...) social effects. For both groups, society exists as a very real phenomenon. Historical inquiry shows, however, that the modern concept of society is no more than a historically contingent way of imagining and making sense of the human world.. (shrink)

Authoritative and comprehensive interpretation of the Scottish philosopher's writings on religion.

The potential for genetically modified (GM) crops to threaten biodiversity conservation and sustainable agriculture is substantial. Megadiverse countries and centers of origin and/or diversity of crop species are particularly vulnerable regions. The future of sustainable agriculture may be irreversibly jeopardized by contamination of in situ preserved genetic resources threatening a strategic resource for the world—s food security. Because GM crops are truly biological novelties, their release into the environment poses concerns about the unpredictable ecological and evolutionary responses that GM species (...) themselves and the interacting biota may express in the medium and long term. One of the consequences of these processes may be a generalized contamination of natural flora by GM traits and a degradation and erosion of the commonly owned genetic resources available today for agricultural development. GM plants carrying pharmaceutical and industrial traits will pose even more dangerous risks if released in the environment. (shrink)

International agricultural development as practiced by U. S. sponsored research groups in developing countries has emphasized technical questions of production, ignoring more fundamental social and economic issues that underline rural poverty and hunger. Rethinking the role of U. S. development assistance will require transcending the view that the only way to impact agriculture in the Third World is by increasing the intensity of land use in high potential agricultural areas. The challenge is to find ways of how to further increase (...) agricultural productivity so that the rural poor significantly benefit, while at the same time conserving and regenerating the resource base. U. S. scientists must realize that this is only possible by improving the access of resource-poor farmers to land, water, other natural resources, as well as to equitable credit, markets, appropriate technologies, etc. Solidarious collaboration will emerge from the U. S. siding with progressive governments and/or community-based initiatives that promote political change aimed at securing farmers' control over resources and inputs, and changing the structural conditions and policies that perpetuate poverty. (shrink)